Mr. Fratini’s 7th and 8th grade Science  Hermon Middle School 2018-2019

 
 

Teacher Leadership:  A Model for STEM Education


Our Classroom in UMaine Today


Video from UMaine Today


Former Students and M. Fratini in University Article about Stem+C



Please check powerschool for grades and assignments

that have been completed.

Download Worksheets and information


7th grade SEPUP login


Links to STEM Pre-and Post Tests for 7th and 8th grade students


Invasive species Link


Maine Invasive species Link


Bio Diversity Video


Owl pellet dissection


Microscope Web Quest


Microscope Video 


Energy Skate Park


Understanding ecosystems


Motion Vocabulary


Forces and Motion simulation


Tuesday, November 13, 2018 - Friday, November 16, 2018

Both grades this will complete a self evaluation for the first trimester in science and a concept mp to use at conferences.  Students are highly encouraged to attend Parent teacher conferences on Monday and Tuesday next week.


Grade 7 Invasive species project due by Friday this week.

Here are the expectations:

Key points that must be included in your final project:


1.  Name your species and scientific name.
2.  Describe and provide visual evidence (pictures, clipart etc) of what your species looks like. (Give credit for all pictures taken from the net.)
3.  What does your species eat?  What eats your species?  Create a food web that contains 10 biotic factors and 3 abiotic factors. (Your food web needs to have labels of producers and consumers.)
4.  Create an energy pyramid that includes your species,
5.  Where is your species originally located?  Be specific as to its country of origin.
6.  Describe and provide visual evidence of your species natural habitat (i.e.: woodland, swamp etc).
7.  Where are they now invading? (A map would be useful here) How were they brought to this new location?
8.  What impact is this species having on the ecosystem in the new location?
9.  What impact is this species having on human populations?
10. What can we do to help? (How might we get rid of the species?)

Other important and/or interesting ideas….

Students will also be taking the final summative assessment for the RISE center this week along with the written summative for the Ecology Unit.



Grade 8: Test on Tuesday covering speed, distance, and time formulas.

Forces web link

(LT) I will investigate forces and how they effect motion.
(LT) I will learn how to draw force diagrams. ( free body diagrams)
(LT)"What underlying forces explain the variety of interactions observed?" as it relates to forces and motion and using a force diagram as a model of moving objects.

Using force diagrams (a.k.a. free-body diagrams), students learn about magnitude and direction of force, as well as multiple forces. Students draw their own force diagrams based upon scenarios. After net forces, balanced forces & unbalanced forces are explained, students create a motion storyboard using force diagrams.
In Class assignment : Complete work over section 1.9 on combined forces



Monday, November 5, 2018 - Friday, November 9, 2018


Grade 8

(LT)  I can define vocabulary words dealing with motion.  Quiz on Thursday.
(LT)  I can create a test for the Buggy cars to test for speed.  Must use a spreadsheet  to graph out data.

Quiz on Thursday over vocabulary

Quiz next Tuesday to wrap up motion.

Grade 7

Activity 14 Links

LT)  I can set up an experiment to extract nematodes from soil.

(LT)  I can use computers to analyze a large data set on the effects of the zebra mussel on the Hudson River ecosystem. ( lesson 14)

(LT)  I will complete my ressearch on the invasive spieces I have selected.


Monday, October 29, 2018 - Friday, November 2, 2018



8th grade :  Learning Target:
I can design and test a procedure for measuring vehicle performance.

(LT)  I will use the data collected to create a graph from a spreadsheet using all of the data from the class.
(LT)  Conduct an experiment with the Foss Dot car to collect data to show non-uniform motion
(LT)  Use internet resources to evaluate motion sites.
(LT) Review non uniform motion.
(LT) practice word problems using the formulas for speed, time and distance.

Coaster Car -Groups run multiple trials of the performance-test procedure developed by the class to establish baseline measurements of each car's performance.  By comparing vehicles that performed differently, groups gain insight into possible reasons for variations in vehicle performance.

Student Pages - (19-30)

Questions to include:

How to test a coaster car to evaluate its performance ?
What reference point you will use?
What factors you will measure?
What tools you will use to make the measurements?
What units of measurement you will use?
What factors you will need to keep the same (control) for each trial?

7th Grade 


Population simulations


For 7th grade web quest.  Links are in order of use.
Symbiotic relationships

David Darling Symbiosis Link

Commensalism

Mutualism

Cow Birds

Learning targets are in bold:
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and population of organisms in an ecosystem.

I can identify different types of symbiosis within animals.

Performance Expectation

MS-LS2-2: Construct an explanation that predicts the patterns of interactions among organisms across multiple ecosystems.

(LT)  I can reconstruct a skeleton of the animal in the owl pellet.


Monday, October 22, 2018 - Friday, October 26, 2018


7th graders have a quiz on Friday over food webs and energy transfer.
8th graders have a tentative quiz on Friday over uniform motion.

7th Grade 
Learning targets are in bold:
I can use a microscope correctly to  investigate using a populations of Paramecium.
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and population of organisms in an ecosystem.
I can identify different types of symbiosis within animals.
Performance Expectation
MS-LS2-2: Construct an explanation that predicts the patterns of interactions among organisms across multiple ecosystems.

Grade 8

(LT) I will Identify the difference between uniform motion and positive and negative acceleration.
(LT) I will experiment with different types of motion and factors involved with motion to find uniform and non-uniform motion.
(LT) I will define the vocabulary that is used to discuss motion and forces.


The Unit Introduction students to the Big Challenge in which they will design a car to meet the criteria of the Unit. The students are told that they will be designing, reviewing and revising their designs, and learning about force and motion in order to make a car that will go straight, far and fast, and carry a load. They will consider the different components of the Big Challenge while working in their groups and also share their ideas with the class. In the activity Messing About with Toy Cars, students experiment with a variety of toy cars while starting to collect simple data and ideas about what happens. Criteria and constraints are introduced within the context of the Big Challenge.


Question of the day..
1. What characteristic of motion does speed describe?
2.  How does friction affect an object in motion? Give several examples from everyday life of friction causing a moving object to slow down. 


NGSS Standards for this unit include:

MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Monday, October 15, 2018  -Friday, October 19, 2018


7th grade  Bill Nye FOOD WEB VIDEO

(LT) I can create a food web showing how energy is transferred for an Owl

(LT) I will reconstruct the mouse/vole/shrew/bird found in my owl pellet.
(LT) I will name the bones of the animal found in my owl pellet by making a labeled display.

8th Grade. All best Paper towel experiment lab sheets and self evaluation due today.

(LT) I will complete a pre assessment probe on acceleration.
(LT) I will Identify the difference between uniform motion and positive and negative acceleration.
(LT) I will experiment with different types of motion and factors involved with motion to find uniform and non-uniform motion.
(LT) I will define the vocabulary that is used to discuss motion and forces.


Tuesday, October 9, 2018 - Friday, October 12, 2018

Grade 7

Before owl pellet dissection students are finishing Activity 6.  Reading graphs about populations.
(LT) I can identify the prey that was in my owl pellet to develop a food web.
(LT) I can create a food web showing how energy is transferred for an Owl
(LT) I will reconstruct the mouse/vole/shrew/bird found in my owl pellet.
(LT) I will name the bones of the animal found in my owl pellet by making a labeled display.
Students investigate an owl’s diet by dissecting an owl pellet. They extract bones from the pellet to determine the number and types of small mammals consumed by the owl. Students begin constructing models of the owl’s food web.
MS-LS2.A Interdependent Relationships in Ecosystems:
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.


Grade 8
(LT) I will complete an independent investigation involving paper towels to show my knowledge of the scientific method, variables, and procedure writing.
(LT) I will complete a pre assessment probe on acceleration.
(LT) I will Identify the difference between uniform motion and positive and negative acceleration.
(LT) I will experiment with different types of motion and factors involved with motion to find uniform and non-uniform motion.
(LT) I will define the vocabulary that is used to discuss motion and forces.
Standards:

NGSS Practice #3 - Planning and Carrying Out Investigations

Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.


MLR B1 Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.


Instructions: You need to figure out which brand of paper towel absorbs the most water or is the strongest. Write a procedure that would allow you to make a recommendation about which towel is the most absorbent.  If you are performing Part 2 of the assessment, your teacher will provide you with a list of possible materials you can use.





Monday, October 1, 2018 - Thursday, October 4, 2018


8th grade:  I can create a design for a 3D printed whirligig.

Supporting Performance Indicators:

Forces and Motion:

1F   Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.(MS-PS2-2)

1H   Construct and present arguments using

evidence to support the claim that gravitational

interactions are attractive and depend on the

masses of interacting objects. (MS-PS2-4)

2A . Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.(MS-PS3-1)

2D . Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (MS-PS3-5)

Diving into Science:

1F:  Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (MS-PS2-2)


7th Grade  Quiz on Thursday over vocabulary and lessons for first part of ecology.

(LT)  I can complete activity 5 creating a habitat for black worms and snails.

(LT)  I can watch a video on Biodiversity and answer questions about the video.



Monday, September 24, 2018 - Friday, September 28, 2018


8th grade

All whirligig projects are due by Thursday this week.
1. I will complete a letter of recommendations to the cereal company promoting my new whirligig design.  The letter will include data collected, why the new design should be chosen, a recommendation on the price they would like to charge.
2.  I will compare data collected in class to support my position.
3.  I will construct a written numbered procedure to build a new design. 
4. I will create a design that can be replicated on the back of a cereal box. (This needs to be a template)

NGSS Standards
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1.4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-  ETS1-1.
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.


7th Grade:  

(LT)  I can participate in a field study to count the number of species in a quadrant.  Monday,Tuesday, Wednesday this week.
(LT) I can identify Biotic, Abiotic items in an ecosystem.
(LT) I can determine where on school grounds should you do a transect?
(LT) I can predict what kinds of organisms do you expect to find?

Students explore patterns and relationships in their local environment by planning and carrying out an investigation using the transect method learned in the previous activity. Students must decide how to organize their data to allow them to look for patterns among biotic and abiotic components in the ecosystem. Students are encouraged to ask scientific questions about their local ecosystem and determine how they would test these questions.
Activity 5
Students plan and conduct an investigation to explore a species’ habitat requirements by looking at how individuals respond to and interact with different physical components in the environment. Students construct an argument from evidence for the habitat requirements of the species and where it is likely to be in nature. They explore the behaviors and structures of individuals that help those organisms survive in their environment.




Monday, September 17, 2018 - Friday, September 21, 2018

Grade 7:  First quiz on Thursday this week covering invasive species, biotic and abiotic factors, and the Miracle Fish activity.

(LT) I can answer the analysis questions about the data collected outside during the last class.
(LT)  I can build a habitat and know the habitat requirements for a black worm.
(LT) I will discussion on the best way to measure blackworm response to the various stimuli and physical environments.
(LT) I will design and conduct an experiment to investigate which types of material(s) provide good blackworm habitat.

KEY VOCABULARY

biodiversity, habitat, invasive, population, range, resource

Disciplinary Core Ideas :
MS-LS2.A Interdependent Relationships in Ecosystems:
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.

Grade 8  - Quiz on Thursday this week over all labs up to this point.

(LT) Lab - Construct a Whirligig Experiment . Students investigate how blade length and mass affect falling time of whirligig. Students design their own experiments and procedures.

(LT)  I can complete the engineering pre design sheet before building my own whirligig.

(LT)  Define three variables in an experiment
(LT)  Write a procedure for an experimen
t


Monday, September 10, 2018 - Friday, September 14, 2018

Wednesday is Open house,  Hope to see you there.

Grade 7:
Monday (LT) I can Identify the role of an ecologist.


(LT)  I will answer comprehension questions about the invasive species of Lake Victoria.


Homework:  Be prepaired to go outside for a field study on invasive species.


Thursday:  Field study  students may use cell phones for pictures or bring in cameras.


Wednesday: (LT) I can Identify the effect of an introduced species have on an environment. What, if anything, can or should be done to control introduced species?


Chapter 2 in SEPUP.

Thursday:  Finish chapter 2  ( be prepared to go outside on Thursday).

Friday: GUIDING QUESTION What patterns do you detect in the two environments, and how might the information in these patterns be useful to scientists?46

8th grade:

(LT) Finish the book support challenge experiment.
(LT)  Define three variables in an experiment
(LT) - Define the data collection terms quantitative and qualitative.
(LT) - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.*
(LT)  Write a procedure for an experiment


Core Essential Standard:  Students collect and interpret data, and report findings.  Students write arguments that support a claim using reasoning and evidence.

Students will write a procedure and complete the Pasta bridges lab to collect data to graph.


What do I need for science class?

  1. 1.  A binder to keep all of your hand outs and daily work in.

  2. 2.  Pens and pencils.  Later you will need colored pencils for graphing data.

  3. 3. When we do 3D printing it helps if you have your own thumb drive.  Also to back up documents that are not done in google drive.

  4. 4. We will be going outside for lab time.  The dates will be given in advance, please dress appropriately. 

  5. 5.  If you have your own safety goggles, you may use them during lab times involving liquids and powders.

  6. 6. Headphones or ear buds if you don’t want to use the ones provided.


Tuesday, September 4, 2018 - Friday, September 7, 2018

Grade 7

Tuesday:  For 8th grade also

(LT) I will know the Expectations and Lab Safety of the classroom.
(LT)  I will help develop a protocol for science classes.
(LT)  I will explore the classroom to know where items are and create a list of four questions about the class.

Wednesday:   Get to know me day...

(LT) I will complete an interest inventory/ Ice Breaker game.  Get to know me day.

Thursday: Links to STEM Pre-and Post Tests for 7th and 8th grade students

(LT)  I can complete a pre-test over Ecology by completing the online survey from the RISE center.

Friday:  Introduction to SEPUP - (LT) I can define the term Ecologist and create an argument from evidence.

Grade 8 - Student Pages - (7-14)

(LT) Discuss science expectations and new PBIS / Lab Safety/ Classroom exploration for students.

Wednesday:

( LT)  I will set up my science binder.

(LT) Define Criteria and Constraints.

Thursday and Friday:

Lab activity this week includes:


Groups redesign and build a new book support using the list of criteria and constraints they updated after hearing each other’s initial designs. During the process of redesigning and building their book support based on what they now know, students learn about the importance of iteration and keeping good records.

(LT)  Experimental design using the cards to perform a student selected problem.

(LT)  Know the terms used in this unit.

Standards being taught in the Unit include:

  1. 1.MS-ETS1-1.Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.*

  2. 2.MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  3. 3.MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

  4. 4.MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

This site will be used for:

DAILY AND WEEKLY LEARNING TARGETS


 SCIENCE PROJECTS


HOMEWORK / ASSIGNMENTS

FORMATIVE AND SUMMATIVE ASSESSMENT REMINDERS


Please use the following link for

  Download Worksheets and information


Should you have any questions, please email me at fratinij@hermon.net


Links to STEM Pre-and Post Tests for 7th and 8th grade students


7th grade SEPUP login